2010 Conference Archive
Lecturing: Snoozing and Losing
Copyright
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Abstract
This session will discuss a qualitative research study designed to determine the perspectives of college students when their professors used instructional strategies to aid students' retention of information rather than teaching strategies that provide information such as a lecture style. We posit that teaching at the college level requires a paradigm shift from a Socratic style which focuses on merely providing information to a partnership wherein professors assist students in retaining key concepts. Participants included two education professors teaching five courses and the students in those classes. The students reported increased motivation, interest, and learning when styles other than lecture were employed in the classroom. The objectives of the presentation are to: (a) discuss the professors' implementation of specific interactive learning strategies and students' reactions to the strategies and (b) offer attendees recommendations for implementing strategies to help students learn.
Location
Room 1909
Publication Type and Release Option
Event
Recommended Citation
Browning, Sandra and Divoll, Kent, "Lecturing: Snoozing and Losing " (2010). SoTL Commons Conference. 81.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2010/81
Lecturing: Snoozing and Losing
Room 1909
This session will discuss a qualitative research study designed to determine the perspectives of college students when their professors used instructional strategies to aid students' retention of information rather than teaching strategies that provide information such as a lecture style. We posit that teaching at the college level requires a paradigm shift from a Socratic style which focuses on merely providing information to a partnership wherein professors assist students in retaining key concepts. Participants included two education professors teaching five courses and the students in those classes. The students reported increased motivation, interest, and learning when styles other than lecture were employed in the classroom. The objectives of the presentation are to: (a) discuss the professors' implementation of specific interactive learning strategies and students' reactions to the strategies and (b) offer attendees recommendations for implementing strategies to help students learn.
